Count BEATS: Identify
music symbols. (see Repeat)
Using the BEATS format, count the beats while the teacher/student
points to the numbers under each beat. Count
beats while not pointing to the numbers. Count the beats
using the MUSIC ONLY format. For each format identify patterns
(form) - "Are
there any patterns?" "Which staves have the same beat patterns? "If
we called line 3 letter 'A' what letter would line
4 be called? Line 5?" With the repeat,
how could we label the whole song, calling
the
first line "ORANGE"?
Chant RHYTHM: First with the RHYTHM format, then using
the MUSIC ONLY format. "Are the patterns or form
the same?" "How many ti's make a ta?" "Which
measures have the same rhythm?
Chant PITCHES: PITCH NUMBER format first followed
by SOLFEGGIO format. "Does
anyone see the skip from 1 to 5 or Do to SO?" "Are
there repeated pitch patterns?" " Which
two scale pitches are not sung in this tune?" "How
many staves end using 'Do'?" "What
pitch does the tune start on?" If
the students have previously read a minor tune,
reinforce major and minor by asking, "will
the tune sound happy or sad?"
Sing PITCHES:
PITCH NUMBER format first followed by SOLFEGGIO
format. "Does
this tune sound happy or sad?"
Add Text: "How do we change the
rhythm to match the words of the second verse?" "The
TA becomes how many ti's?"
PERFORMANCE
TECHNIQUES
After singing
the text, or during the teaching of the pitches introduce/reinforce
the tendency of rising pitches sounding louder and ascending
pitches sounding softer. "Where
do
the higher pitches sound louder than the lower pitches
in this tune?" Demonstrate
different dynamics for the repeated text
or phrases. "Does
this make the song sound more interesting? How?" Sing
the tune fast then slow, "How does this
change the feeling of the song?" Experiment
with different voice characteristics; baby, rap,
rock
star, opera
singers, quite, your classroom expectations (see Finding
the Singing Voice) If you know the chorus, "Put
on the skillet.." you can add this by rote.
PIANO/KEYBOARD
K-1, fingerings
appropriate to skill level (see Keyboard/Piano
Expectations). Upper
grades cross over fingers when ascending measures
3,4 and 11,12.
ASSESSMENT
How many
ti's make a TA?
What
is the FORM of this tune?
Where
do you return for the repeat?
Why does
our song sound happy?
What
word does 'most stand
for?
Which letter
is being left out?
Which
letter is being left out in the word shortin'?
